Journal articles: 'Low-functioning autism'

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PAUK, JOLANTA, NINA ZAWADZKA, AGNIESZKA WASILEWSKA, and PAWEL GODLEWSKI. "GAIT DEVIATIONS IN CHILDREN WITH CLASSIC HIGH-FUNCTIONING AUTISM AND LOW-FUNCTIONING AUTISM." Journal of Mechanics in Medicine and Biology 17, no. 03 (2016): 1750042. http://dx.doi.org/10.1142/s0219519417500427.

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The most significant symptoms of autism are abnormal movement patterns that can lead to the decrease of life quality. The purpose of the study was to compare quantitatively the gait strategy of the typical subjects, children with classic high-functioning autism (HFA), and children with low-functioning autism (LFA). Secondly, the comparison and the evaluation of main changes of plantar pressure parameters between groups were presented. The evaluation was carried out on 18 children with HFA, 10 children with LFA, and 30 age-matched children as a control group. A six camera motion capture system, two force plates and a pedobarograph were used to measure gait kinematics, joint kinetics, and pressure distribution under foot during walking. The analysis shows significant differences between children with HFA, LFA, and typical children in velocity, cadence, and magnitude of plantar pressure distribution. The magnitude of plantar pressure was reduced in children with autism under all anatomical masks, which was caused by plano-valgus deformity. Differences were also observed in joint angles and moments during gait cycle. Some of the results can be a source of important information about gait patterns in autistic children. Any exercise treatment prescribed for autistic children should focus on changing the patterns of plantar pressure distribution, which would be similar to patterns of typical children. However, the exercise treatment cannot be generalized due to the high inter-subject variability in children with autism.

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Mayes, Susan Dickerson, Susan L. Calhoun, Michael J. Murray, et al. "Use of Gilliam Asperger's Disorder Scale in Differentiating High and Low Functioning Autism and ADHD." Psychological Reports 108, no. 1 (2011): 3–13. http://dx.doi.org/10.2466/04.10.15.pr0.108.1.3-13.

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Little is known about the validity of Gilliam Asperger's Disorder Scale (GADS), although it is widely used. This study of 199 children with high functioning autism or Asperger's Disorder, 195 with low functioning autism, and 83 with Attention Deficit Hyperactivity Disorder (ADHD) showed high classification accuracy (autism vs ADHD) for clinicians' GADS Quotients (92%), and somewhat lower accuracy (77%) for parents' Quotients. Both children with high and low functioning autism had clinicians' Quotients ( M = 99 and 101, respectively) similar to the Asperger's Disorder mean of 100 for the GADS normative sample. Children with high functioning autism scored significantly higher on the Cognitive Patterns subscale than children with low functioning autism, and the later had higher scores on the remaining subscales: Social Interaction, Restricted Patterns of Behavior, and Pragmatic Skills. Using the clinicians' Quotient and Cognitive Patterns score, 70% of children were correctly identified as having high or low functioning autism or ADHD.

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Lutfi, Ahmad, and Alfizah Ayu Indria Sari. "Analisis Alur Belajar Matematika Siswa Inklusi Jenis Kebutuhan Autisme." Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan 10, no. 2 (2022): 187–94. http://dx.doi.org/10.36052/andragogi.v10i2.294.

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This study aims to describe the Mathematics Learning Flow of Students' with Inclusion types of Autism Needs in the Material of Addition and Subtraction of Numbers up to Two Numbers. This type of research is qualitative research. The instrument in this study is the researcher himself. Other instruments that support obtaining data are problem-solving tasks and interview guidelines to reveal the flow of students' mathematics learning inclusion types of autism needs. The subjects in this study were two students who included autism needs type, respectively male and female. Based on the results of the analysis that has been carried out by providing problem-solving problems in the form of mathematical problems and being strengthened by conducting interviews, it was found that the type of autism needed with the category of High Functioning Autism followed every step of Polya’s problem solving and in the student's thinking process occurred assimilated. Meanwhile, children with autism needs with the category of Low Functioning Autism do not follow every step of Polya’s problem-solving, and in the process of thinking, this student is likely to accommodate a scheme about simple data that is clearly stated in the problem.(Penelitian ini bertujuan untuk mendeskripsikan Alur Belajar Matematika Siswa Inklusi Jenis Kebutuhan Autisme Pada Materi Penjumlahan dan Pengurangan Bilangan Sampai Dua Angka. Jenis penelitian menggunankan metodologi penelitian kualitatif deskriptif. Instrumen utama pada penelitian ini adalah peneliti sendiri. Instrument lainnya yang mendukung dalam mendapatkan data adalah tugas pemecahan masalah dan pedoman wawancara untuk mengungkapkan alur belajar matematika siswa inklusi jenis kebutuhan autisme. Subjek dalam penelitian ini adalah dua orang siswa inklusi jenis kebutuhan autisme masing-masing laki-laki dan perempuan. Berdasarkan hasil analisa yang telah dilakukan dengan memberikan soal pemecahan masalah berupa soal matematika dan diberi penguatan dengan melakukan wawancara didapatkan bahwa anak dengan kebutuhan autism kategori high functioning autism mengikuti setiap langkah pemecahan masalah menurut Polya dan proses berfikir siswa tersebut terjadi secara asimilasi. Sedangkan anak dengan kebutuhan autism kategori Low Functioning Autism tidak mengikuti setiap langkah pemecahan masalah Polya dan proses berfikir siswa ini cendrung mengakomodasi skema tentang data sederhana yang secara jelas dinyatakan dalam soal).

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Magnusson, Cecilia, Dheeraj Rai, Anna Goodman, et al. "Migration and autism spectrum disorder: population-based study." British Journal of Psychiatry 201, no. 2 (2012): 109–15. http://dx.doi.org/10.1192/bjp.bp.111.095125.

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BackgroundMigration has been implicated as a risk factor for autism, but evidence is limited and inconsistent.AimsTo investigate the relationship between parental migration status and risk of autism spectrum disorder, taking into consideration the importance of region of origin, timing of migration and possible discrepancies in associations between autism subtypes.MethodRecord-linkage study within the total child population of Stockholm County between 2001 and 2007. Individuals with high- and low-functioning autism were defined as having autism spectrum disorder with and without comorbid intellectual disability, and ascertained via health and habilitation service registers.ResultsIn total, 4952 individuals with autism spectrum disorder were identified, comprising 2855 children with high-functioning autism and 2097 children with low-functioning autism. Children of migrant parents were at increased risk of low-functioning autism (odds ratio (OR) = 1.5, 95% CI 1.3–1.7); this risk was highest when parents migrated from regions with a low human development index, and peaked when migration occurred around pregnancy (OR = 2.3, 95% CI 1.7–3.0). A decreased risk of high-functioning autism was observed in children of migrant parents, regardless of area of origin or timing of migration. Parental age, income or obstetric complications did not fully explain any of these associations.ConclusionsEnvironmental factors associated with migration may contribute to the development of autism presenting with comorbid intellectual disability, especially when actingin utero.High- and low-functioning autism may have partly different aetiologies, and should be studied separately.

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Erbetta, Alessandra, Sara Bulgheroni, Valeria Elisa Contarino, et al. "Low-Functioning Autism and Nonsyndromic Intellectual Disability." Journal of Child Neurology 30, no. 12 (2015): 1658–63. http://dx.doi.org/10.1177/0883073815578523.

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Boucher, Jill, Sally Bigham, Andrew Mayes, and Tom Muskett. "Recognition and Language in Low Functioning Autism." Journal of Autism and Developmental Disorders 38, no. 7 (2007): 1259–69. http://dx.doi.org/10.1007/s10803-007-0508-8.

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Chakrabarti, Bhismadev. "Commentary: Critical considerations for studying low-functioning autism." Journal of Child Psychology and Psychiatry 58, no. 4 (2017): 436–38. http://dx.doi.org/10.1111/jcpp.12720.

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Bonoldi, Ilaria, Enzo Emanuele, and Pierluigi Politi. "A piano composer with low-functioning severe autism." Acta Neuropsychiatrica 21, no. 1 (2009): 2–3. http://dx.doi.org/10.1111/j.1601-5215.2008.00336.x.

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Somogyi, Eszter, Ildikó Király, György Gergely, and Jacqueline Nadel. "Understanding goals and intentions in low-functioning autism." Research in Developmental Disabilities 34, no. 11 (2013): 3822–32. http://dx.doi.org/10.1016/j.ridd.2013.07.039.

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Ni Chuileann, Susan, and Jean Quigley. "Assessing Recollection and Familiarity in Low Functioning Autism." Journal of Autism and Developmental Disorders 43, no. 6 (2012): 1406–22. http://dx.doi.org/10.1007/s10803-012-1697-3.

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Elia, M., L. Manfrè, R. Ferri, et al. "Brain Morphometry and Psychobehavioural Measures in Autistic Low-Functioning Subjects." Rivista di Neuroradiologia 10, no. 4 (1997): 431–36. http://dx.doi.org/10.1177/197140099701000406.

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In the last two decades neurological research has significantly increased knowledge on the neuroanatomic bases of autism. Several autopsy and quantitative magnetic resonance imaging (MRI) studies have reported central nervous system (CNS) abnormalities which may underlie the social, language and cognitive dysfunction typical of the autistic disorder. Despite the wealth of evidence that the “autistic brain” is different from normal in a number of structures, the relationship between the severity of the developmental impairment in autism and the degree of the brain abnormality remains unknown. The aim of the present study is to correlate the areas of some brain regions, as calculated on the basis of MRI morphometry, with the Childhood Autism Rating Scale (CARS) and with the Psychoeducational Profile Revised (PEP-R) scores in a group of 22 autistic mentally retarded male subjects.

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Srinivasan, Vidhusha, N. Udayakumar, and Kavitha Anandan. "Influence of Primary Auditory Cortex in the Characterization of Autism Spectrum in Young Adults using Brain Connectivity Parameters and Deep Belief Networks: An fMRI Study." Current Medical Imaging Formerly Current Medical Imaging Reviews 16, no. 9 (2020): 1059–73. http://dx.doi.org/10.2174/1573405615666191111142039.

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Background: The spectrum of autism encompasses High Functioning Autism (HFA) and Low Functioning Autism (LFA). Brain mapping studies have revealed that autism individuals have overlaps in brain behavioural characteristics. Generally, high functioning individuals are known to exhibit higher intelligence and better language processing abilities. However, specific mechanisms associated with their functional capabilities are still under research. Objective: This work addresses the overlapping phenomenon present in autism spectrum through functional connectivity patterns along with brain connectivity parameters and distinguishes the classes using deep belief networks. Methods: The task-based functional Magnetic Resonance Images (fMRI) of both high and low functioning autistic groups were acquired from ABIDE database, for 58 low functioning against 43 high functioning individuals while they were involved in a defined language processing task. The language processing regions of the brain, along with Default Mode Network (DMN) have been considered for the analysis. The functional connectivity maps have been plotted through graph theory procedures. Brain connectivity parameters such as Granger Causality (GC) and Phase Slope Index (PSI) have been calculated for the individual groups. These parameters have been fed to Deep Belief Networks (DBN) to classify the subjects under consideration as either LFA or HFA. Results: Results showed increased functional connectivity in high functioning subjects. It was found that the additional interaction of the Primary Auditory Cortex lying in the temporal lobe, with other regions of interest complimented their enhanced connectivity. Results were validated using DBN measuring the classification accuracy of 85.85% for high functioning and 81.71% for the low functioning group. Conclusion: Since it is known that autism involves enhanced, but imbalanced components of intelligence, the reason behind the supremacy of high functioning group in language processing and region responsible for enhanced connectivity has been recognized. Therefore, this work that suggests the effect of Primary Auditory Cortex in characterizing the dominance of language processing in high functioning young adults seems to be highly significant in discriminating different groups in autism spectrum.

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Hao, Grace, and Thomas Layton. "Academic Skills in High-Functioning and Low-Functioning Chinese Children with Autism." Journal of Intellectual Disability - Diagnosis and Treatment 5, no. 1 (2017): 7–17. http://dx.doi.org/10.6000/2292-2598.2017.05.01.2.

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Divya, B., N. Udayakumar, Rajamanickam Yuvaraj, and A. Kavitha. "Classification of low-functioning and high-functioning autism using task-based EEG signals." Biomedical Signal Processing and Control 85 (August 2023): 105074. http://dx.doi.org/10.1016/j.bspc.2023.105074.

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Bonnel, Anna, Laurent Mottron, Isabelle Peretz, Manon Trudel, Erick Gallun, and Anne-Marie Bonnel. "Enhanced Pitch Sensitivity in Individuals with Autism: A Signal Detection Analysis." Journal of Cognitive Neuroscience 15, no. 2 (2003): 226–35. http://dx.doi.org/10.1162/089892903321208169.

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Past research has shown a superiority of participants with high-functioning autism over comparison groups in memorizing picture-pitch associations and in detecting pitch changes in melodies. A subset of individuals with autism, known as “musical savants,” is also known to possess absolute pitch. This superiority might be due to an abnormally high sensitivity to fine-grained pitch differences in sounds. To test this hypothesis, psychoacoustic tasks were devised so as to use a signal detection methodology. Participants were all musically untrained and were divided into a group of 12 high-functioning individuals with autism and a group of 12 normally developing individuals. Their task was to judge the pitch of pure tones in a “same-different” discrimination task and in a “high-low” categorization task. In both tasks, the obtained psychometric functions revealed higher pitch sensitivity for subjects with autism, with a more pronounced advantage over control participants in the categorization task. These findings confirm that pitch processing is enhanced in “high-functioning” autism. Superior performance in pitch discrimination and categorization extends previous findings of enhanced visual performance to the auditory domain. Thus, and as predicted by the enhanced perceptual functioning model for peaks of ability in autism (Mottron & Burack, 2001), autistic individuals outperform typically developing population in a variety of low-level perceptual tasks.

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Torrado, Gomez, and Montoro. "Assisted Behavior Control with Wearable Devices: A Case Study for High-Functioning Autism." Proceedings 31, no. 1 (2019): 2. http://dx.doi.org/10.3390/proceedings2019031002.

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This study aims to analyze the efficacy of wearable and mobile systems to assist people with High-Functioning Autism (HFA) in their emotional self-regulation learning process compared to the proven efficacy of this technology with individuals with autism in the low functioning area of the spectrum. For that purpose, we carry out an experiment with a smartwatch system (Taimun-Watch) that had been tested previously with individuals in the low-functioning range. This experiment involves two (N = 2) individuals with HFA and we compare their performance to the obtained in the prior experiment by monitoring their activity and observing their behavior during 7 and 9 labor days, respectively. The results evidence that, although it takes more time to find and customize effective self-regulation strategies in comparison to the low-functioning autism individuals due to their sharper, more complex cognitive abilities and perception, they were able to use the system to recover from stress episodes as well using the system and tolerated suitably the devices in their daily activity.

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Morse, Timothy E. "Perspectives on Addressing the Literacy Needs of Low-Functioning Individuals with Autism." International Journal of Educational Reform 17, no. 4 (2008): 330–40. http://dx.doi.org/10.1177/105678790801700401.

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Autism is a spectrum disorder characterized, in part, by core social communication skill deficits. Consequently, educators seek to develop interventions that address these and closely related skills, such as literacy. Accordingly, this article focuses on basic issues that pertain to designing and implementing appropriate educational programs that address the literacy needs of one segment of the autism spectrum: individuals with the disorder who have been characterized as being low functioning. Issues include the following: appropriate definitions of literacy for this population, historical approaches to this population's literacy instruction, opportunities for literacy skill development within an instructional program based on recommended evidence-based practices, and ongoing impediments to appropriate literacy instruction and practical solutions.

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Taheri, Alireza, Azadeh Shariati, Rozita Heidari, Mojtaba Shahab, Minoo Alemi, and Ali Meghdari. "Impacts of using a social robot to teach music to children with low-functioning autism." Paladyn, Journal of Behavioral Robotics 12, no. 1 (2021): 256–75. http://dx.doi.org/10.1515/pjbr-2021-0018.

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Abstract This article endeavors to present the impact of conducting robot-assisted music-based intervention sessions for children with low-functioning (LF) autism. To this end, a drum/xylophone playing robot is used to teach basic concepts of how to play the instruments to four participants with LF autism during nine educational sessions. The main findings of this study are compared to similar studies conducted with children with high-functioning autism. Our main findings indicated that the stereotyped behaviors of all the subjects decreased during the course of the program with an approximate large Cohen’s d effect size. Moreover, the children showed some improvement in imitation, joint attention, and social skills from the Pre-Test to Post-Test. In addition, regarding music education, we indicated that while the children could not pass a test on the music notes or reading music phrases items because of their cognitive deficits, they showed acceptable improvements (with a large Cohen’s d effect size) in the Stambak Rhythm Reproduction Test, which means that some rhythm learning occurred for the LF participants. In addition, we indicated that parenting stress levels decreased during the program. This study presents some potential possibilities of performing robot-assisted interventions for children with LF autism.

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Mazon, Cécile, Charles Fage, Charles Consel, et al. "Cognitive Mediators of School-Related Socio-Adaptive Behaviors in ASD and Intellectual Disability Pre- and Adolescents: A Pilot-Study in French Special Education Classrooms." Brain Sciences 9, no. 12 (2019): 334. http://dx.doi.org/10.3390/brainsci9120334.

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The school inclusion of students with autism is still a challenge. To address the cognitive underpinnings of school-related adaptive behaviors, 27 students with autism and 18 students with intellectual and/or severe learning disability, aged from 11 to 17, were recruited. They underwent socio-emotional processing and executive functioning assessments, as well as school-related adaptive behavior and quality of life measurements. Both groups performed equally on socio-emotional and executive assessments, and they reported the same low quality of life. However, students with autism exhibited more limitations than the students with intellectual disabilities on complex school adaptive behaviors (socialization and autonomy) and problem behaviors, but both groups performed equally on more basic adaptive behaviors (school routines, communication). Multiple regression analyses highlighted between-group differences in terms of adaptive functioning profiles, which were linked with different cognitive predictors according to students’ medical conditions. The greater school-related limitations of students with autism were mostly explained by socio-emotional performance, while IQ (intellectual quotient) mostly explained the comparable between-group limitations. The low quality of life of both groups was slightly explained by executive performance. The role of both socio-emotional and executive functioning in students’ adaptive behaviors and quality of life suggests remediation targets for promoting the school inclusion of students with autism.

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Enav, Yael, Dana Erhard-Weiss, Amit Goldenberg, Marguerite Knudston, Antonio Y. Hardan, and James J. Gross. "Contextual determinants of parental reflective functioning: Children with autism versus their typically developing siblings." Autism 24, no. 6 (2020): 1578–82. http://dx.doi.org/10.1177/1362361320908096.

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Parental reflective functioning is defined as holding in mind one’s child’s thoughts, feelings, beliefs, and intentions and reflecting on how these mental states may be affecting the child’s behavior. Although parental reflective functioning is often treated as a stable feature of the parent, there is growing appreciation that it may be shaped by the context in which the parent is operating. In this study, we examined parental reflective functioning using the Parental Developmental Interview when parents were talking about their interactions with their child with autism versus the child’s typically developing siblings. Our sample included 30 parents who had a child between the ages of 3 and 18 years with a clinical diagnosis of autism spectrum disorder and at least one typically developing child. Findings indicated that parents exhibited significantly higher reflective functioning when interacting with their child with autism spectrum disorder versus the typically developing siblings, and the difference was moderated by parental self-efficacy. The evidence for a disparity in parental reflective functioning between children with autism spectrum disorder and their typically developing siblings (especially for parents with low parental self-efficacy) warrants further investigations that might lead to the development of effective interventions. Lay Abstract In this study, we examined parental reflective functioning using the Parental Developmental Interview when parents were talking about their interactions with their child with autism versus the child’s typically developing siblings. Our sample included 30 parents who had a child between the ages of 3 and 18 years with a clinical diagnosis of autism spectrum disorder and at least one typically developing child. Findings indicated that parents exhibited significantly higher reflective functioning when interacting with their child with autism spectrum disorder versus the typically developing siblings, and the difference was moderated by parental self-efficacy.

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Lukic, Jelena, Nina Brkic-Jovanovic, Miljana Tasic, Daniela Tamas, and Mila Veselinovic. "Behavioral adjustment of siblings of children with autism spectrum disorder." Medical review 74, no. 7-8 (2021): 249–55. http://dx.doi.org/10.2298/mpns2108249l.

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Introduction. Challenges in the development of a child with autism spectrum disorder require adjustment of the entire family, parents and siblings. So far, the researchers? efforts have mostly been focused on children with autism spectrum disorder or their parents, and less frequently on the siblings living in a family with a child with autism spectrum disorder. The goal of this research was to identify problems in the functioning of siblings of persons with autism spectrum disorder and the relationships of these problems with various sociodemographic and family characteristics. Material and Methods. The research was conducted as a cross-sectional study which included thirty children aged 4 to 18 years with a sibling with autism spectrum disorder. The Strengths and Difficulties Questionnaire was used to assess the functioning of siblings of children with autism, while family characteristics were collected through a sociodemographic questionnaire created for research purposes. Statistical package for the social sciences 20.0 software was used for data entry and processing. Results. There are no significant differences in the functioning of siblings of children with autism spectrum disorder in relation to their gender, age, family status and the level of functionality of a child with autism spectrum disorder. In most cases, there is a low risk of clinically significant problems (63.3%), in 10% of cases the risk is medium, and in 26.7% of cases it is high. Conclusion. Problems in the functioning of siblings of children with autism spectrum disorder do not depend on sociodemographic or family characteristics. Models of support, based on the research findings along with community education, strengthen the siblings through their experience of growing up with a sibling with autism spectrum disorder.

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Erbetta, Alessandra, Sara Bulgheroni, Valeria Contarino, et al. "Neuroimaging Findings in 41 Low-Functioning Children With Autism Spectrum Disorder." Journal of Child Neurology 29, no. 12 (2013): 1626–31. http://dx.doi.org/10.1177/0883073813511856.

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Maljaars, Jarymke, Ilse Noens, Rianne Jansen, Evert Scholte, and Ina van Berckelaer-Onnes. "Intentional communication in nonverbal and verbal low-functioning children with autism." Journal of Communication Disorders 44, no. 6 (2011): 601–14. http://dx.doi.org/10.1016/j.jcomdis.2011.07.004.

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Gurdev Singh, Kanwaljit Kaur, Sesadeba Pany, Sankar Prasad Mohanty, Pravat Kumar Sahoo, and Saikalyani Rana. "Efficacy of Cognitive Behavioral Intervention in Improving Executive Function of Children with High Functioning Autism Spectrum Disorder: A Meta-analysis." International Journal of Special Education (IJSE) 39, no. 1 (2024): 11–20. http://dx.doi.org/10.52291/ijse.2024.39.2.

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This meta-analysis examines the efficacy of the cognitive behavioral approach to interventions toward the improvement of executive function for children/adolescents with high-functioning autism spectrum disorder (HF-ASD). This meta-analysis paper has identified ten studies involving 437 participants with high-functioning autism spectrum disorder aged between 5 and 18. All the participants reported IQs were at or above 70. A random effect meta-analysis yielded a moderately significant effect (Hedge g = 0.72) with significant heterogeneity [Q(10) = 228.36, p < .001]. There were considerable variations in the executive function domain, i.e., working memory (hedge g = 1.23) and inhibition (g = 0.47), showing significant treatment effects. On the other hand, cognitive flexibility (g = -0.51) and planning (g = -0.07) show non-significant effects toward cognitive behavioral interventions. The finding suggests that the cognitive behavioral approach to intervention demonstrates efficacy in improving executive function in children or adolescents with high-functioning autism spectrum disorder. All the cognitive behavioral intervention studies were conducted in developed countries, so differences between the approaches between developed and developing countries were inconclusive. Future studies are needed to investigate the effectiveness of cognitive behavioral techniques in intervention for low-functioning autism spectrum disorder children.

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Viljoen, Marisa, Soheil Mahdi, David Griessel, Sven Bölte, and Petrus J. de Vries. "Parent/caregiver perspectives of functioning in autism spectrum disorders: A comparative study in Sweden and South Africa." Autism 23, no. 8 (2019): 2112–30. http://dx.doi.org/10.1177/1362361319829868.

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Functional outcomes in autism spectrum disorder can be highly variable given the heterogeneous nature of autism spectrum disorder and its interaction with environmental factors. We set out to compare parent/caregiver perceptions of functioning in two divergent countries that participated in the International Classification of Functioning Disability and Health (ICF) Core Set for Autism Spectrum Disorder development study. We focused on the frequency and content of items reported, and hypothesized that environmental factors would most frequently be reported as barriers to functioning in low-resource settings. Using frequency and qualitative content analysis, we compared data from South Africa ( n = 22) and Sweden ( n = 13). Frequency agreement was seen in three activities and participation categories, and one environmental factor. Obvious frequency differences were observed in one environmental factors category, six body functions categories and three activities and participation categories. Only three ICF categories (immediate family, attention functions, products and technology for personal use) differed in content. Contrary to our hypotheses, few differences in perspectives about environmental factors emerged. The universality of our findings supports the global usefulness of the recently developed ICF Core Sets for Autism Spectrum Disorder. We recommend that more comparative studies on autism spectrum disorder and functioning should be conducted, and that similar comparisons in other disorders where Core Sets have been developed may be valuable.

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Walton, Katherine M. "Leisure time and family functioning in families living with autism spectrum disorder." Autism 23, no. 6 (2018): 1384–97. http://dx.doi.org/10.1177/1362361318812434.

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Family leisure can provide opportunities for both enjoyment and family growth. However, families of children with autism spectrum disorder experience multiple barriers to engaging in satisfying family leisure activities. This study surveyed parents of children with autism spectrum disorder ( n = 112) and parents of children with typical development ( n = 123) to examine relationships among family leisure involvement, leisure satisfaction, family functioning, and satisfaction with family life. Parents of children with autism spectrum disorder reported a similar amount of leisure involvement as families of typically developing children. However, they reported lower leisure satisfaction, poorer family functioning, and less satisfaction with family life. Mediation models suggested that low leisure satisfaction was related to less effective family communication, which in turn led to poorer family functioning and less satisfaction with family life. Amount of time spent in leisure made relatively small contributions to predicting other family variables. These results suggest that leisure-focused interventions for families of children with autism spectrum disorder should focus on improving quality, rather than quantity, of family leisure time.

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Frolli, Alessandro, Sonia Ciotola, Clara Esposito, et al. "AAC and Autism: Manual Signs and Pecs, a Comparison." Behavioral Sciences 12, no. 10 (2022): 359. http://dx.doi.org/10.3390/bs12100359.

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Autism Spectrum Disorders (ASD) represent a heterogeneous group of disorders, with onset in developmental age, which present a clinical expressiveness that varies from subject to subject and in the same subject over time. The DSM 5 defines Autism Spectrum Disorders according to two main criteria: persistent deficits in social communication and social interaction in multiple contexts and limited and repetitive patterns of behavior, interests or activities. This disorder can manifest itself across a broad spectrum of severity levels. Indeed, ASD includes clinical conditions from low functioning (LF—Low Functioning) to high functioning (HF—High Functioning), taking cognitive and adaptive functioning as a reference. One of the main characteristics of individuals with ASD is a delay in receptive and expressive communication. These deficits have led to the identification of evidence-based practices, particularly for those with severe communication difficulties. Augmentative Alternative Communication (AAC) has been implemented to compensate for deficits in functional communication and language skills in individuals with complex communication deficits. The AAC comprises communication systems including the Manual Signs, speech and image output devices (Communicators), and Image Exchange Systems (PECS); these systems have been shown to actually improve various abilities in autism such as social skills, modify and improve dysfunctional behaviors and, above all, improve learning. Recent meta-analyses have shown how PECS and Manual Sign can have great effects on the communication skills of young people with autism. The aim of this study is to compare these two types of intervention to improve communication in terms of vocalization in subjects with ASD and try to understand which of the two lead to more significant and rapid improvements.

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Wu, Yuehan. "The Effect of Autism Degree on Childrens Verbal Communication Ability: The Mediating Role of Cognitive Function." Communications in Humanities Research 56, no. 1 (2025): 82–87. https://doi.org/10.54254/2753-7064/2024.21407.

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This study focused on the role that cognitive function had in the variation in verbal communication skills among 200 children, aged 3-6, from Fuzhou kindergartens and autism intervention centers. Autism symptom severity was measured by the Childhood Autism Rating Scale, the children were classified into four groups: normal children (n=80); Low-functioning autistic children (n=60); High-functioning autistic children(n=30); children with Asperger syndrome (n=30). By using the Montreal Cognitive Assessment Scale and Language Impairment Assessment Scale to assess the cognitive ability and verbal communication development level of young children, perform correlation analysis using SPSS. Through research, it can be found that the degree of autism in children with autism plays an indirect role in the influence of their oral ability, and cognitive ability plays a mediating role in this relationship. Language learning is one of the most crucial aspects of an individuals life development and growth. Children with autism, on the other hand, must have different learning methods and routines. Further recommendations and suggestions are discussed in this study.

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Koumenidou, Maria, Mariana C. Kotzamanidou, Vassilios Panoutsakopoulos, Panagiotis Siaperas, Victoria Misailidou, and George A. Tsalis. "The Long-Term Adaptations of a Combined Swimming and Aquatic Therapy Intervention in an Adult Person with High-Functioning Autism (Asperger’s Syndrome): A Case Study." Healthcare 11, no. 22 (2023): 2986. http://dx.doi.org/10.3390/healthcare11222986.

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Individuals with High-Functioning Autism present impairments in communication, social interaction, and motor development. A low level of motor skills, namely difficulties in gross and fine mobility, and in motor control, discourage individuals with High-Functioning Autism from being involved in physical activities, resulting in fewer opportunities for social interaction. There is not much evidence available about the effects of regular swimming exercise and/or aquatic therapy on health promotion in adults with High-Functioning Autism. An adult male (22 yrs) diagnosed with High-Functioning Autism participated in a combined 6-month swimming and aquatic therapy program (two sessions/week, 60 min each). The pre- and post-intervention assessments consisted of physical fitness, balance, functional ability, and psychomotor tests. The post-intervention assessments showed improvements in the standing long jump (+100%), hand grip force (+71.7%), bend arm hang test (+123.1%), and the physiological parameters in the 6 min walk test (+10.2%). On the opposite, decrements in the sit-up (−12%) and sit-and-reach test (−6.3%) were observed. It was noted that the participant frequently lost interest and focus quickly, resulting in the abandonment of the exercise. Conclusively, there is a great need for further research on this topic examining a larger adult population.

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Jahan, Tawhida. "An Analysis of Pre-Verbal Communication in Bengali-Speaking Children with Low-Functioning Autism." Dhaka University Journal of Linguistics 4, no. 7-8 (2014): 63–78. https://doi.org/10.70438/dujl/478/0004.

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Different pre-verbal communication skills are considered the main precursor of children's further language development. In fact, as a part of human's linguistic ability these skills help to initiate to perform various personal and social interactions of their daily life. But since low-functioning autistic children seriously lack these pre-verbal skills, they do not develop the fundamentals of language ability. This paper highlights the necessity of performing such these skills to develop the verbal communications of Bengali low-functioning autistic children. In order to fulfill the above objective I conducted a small scale study with a view to extracting the nature of language deficiencies Bengali low functioning autistics. The result of this study conducted is similar to that of some previous research works in determining the fundamental features of language deficiencies exhibited by low-functioning autistic children.

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Fauziyah, N., I. K. Budayasa, and D. Juniati. "Cognition processes of student with low functioning autism in solving mathematical problem." Journal of Physics: Conference Series 1469 (February 2020): 012167. http://dx.doi.org/10.1088/1742-6596/1469/1/012167.

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Preissler, Melissa Allen. "Associative learning of pictures and words by low-functioning children with autism." Autism 12, no. 3 (2008): 231–48. http://dx.doi.org/10.1177/1362361307088753.

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AlAkayleh, Mahmoud Mesbah Namini, and Ibrahim Abdallah El-Zraigat. "The Level of Executive Functioning Skills and Sensory Disorders for Children with Autism Spectrum Disorder in the United Arab Emirates." Jordanian Educational Journal 10, no. 1 (2025): 26–51. https://doi.org/10.46515/jaes.v10i1.1318.

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The current study aimed to assess the level of executive functioning skills and sensory disorders among children with autism spectrum disorder in the United Arab Emirates. The sample included 103 cases of children with autism spectrum disorder (69 males and 34 females) enrolled in public and private special education centers in the United Arab Emirates. To achieve the aim of the study, the researchers constructed a scale of executive functional skills and a scale of sensory disorders. The validity and reliability of the two scales were verified. In order to answer the questions of the study, the descriptive survey methodology was used, and the means, standard deviations, and multiple two-way analysis of variance were used to process the data and reach the results. The results indicated that children with autism spectrum disorder showed low levels of executive functioning skills and moderate levels of sensory disorders. It also indicated that there was an effect of the severity of autism spectrum disorder and that there was no effect of the gender variable. The study recommended that the results of assessing executive functioning skills and sensory disorders should be included in the treatment programs.

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Sadowska, Elżbieta. "Osoba z ASD, osoba ze spektrum, autystyk, osoba autystyczna czy osoba z autyzmem? Współczesne tendencje w nazewnictwie osób z ASD." Poradnik Językowy, no. 6/2021/785 (June 15, 2021): 52–64. http://dx.doi.org/10.33896/porj.2021.6.4.

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The aim of this paper is to present the names for people with diagnosed autism that are used in the literature dedicated to logopaedics. The analysed expressions are as follows: autystyk (an autistic), osoba z autyzmem (a person with autism), osoba z ASD (a person with ASD), osoba autystyczna (an autistic person), dziecko autystyczne (an autistic child), osoba cierpiąca z powodu autyzmu (a person who suffers from autism), osoba ze spectrum (a person on the spectrum), osoba ze spektrum autyzmu (a person on the spectrum of autism), osoba wysoko i nisko funkcjonująca (a high- and low-functioning person)

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Campbell, Breeanna, Michelle Curran, Raymond Inkpen, Mary Katsikitis, and Lee Kannis-Dymand. "A preliminary evaluation of metacognitive beliefs in high functioning children with autism spectrum disorder." Advances in Autism 4, no. 2 (2018): 73–84. http://dx.doi.org/10.1108/aia-08-2017-0017.

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Purpose Metacognitive beliefs and processes have been found to perpetuate anxiety and depression in youth and adults. However, the presence of metacognitive beliefs in children with autism spectrum disorder is somewhat unclear and has received limited research attention to date. The purpose of this paper is to explore metacognitive beliefs in children with autism and associations with anxiety and depression. Design/methodology/approach In total, 23 high functioning participants (17 male and 6 female) between the ages of 8 and 12 (M=10.38) diagnosed on the autism spectrum completed the study. Participants completed the Revised Children’s Scale of Anxiety and Depression and the Metacognitions Questionnaire for Children. Findings Correlation analyses revealed that positive and negative metacognitive beliefs were found, as hypothesised, to be prevalent in this sample. Originality/value Despite methodological limitations, this is one of the first research evaluations to provide evidence for metacognitive beliefs in high functioning children with autism and comorbid anxiety or low mood.

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Kang, Jiannan, Xiwang Fan, Yiwen Zhong, et al. "Transcranial Direct Current Stimulation Modulates EEG Microstates in Low-Functioning Autism: A Pilot Study." Bioengineering 10, no. 1 (2023): 98. http://dx.doi.org/10.3390/bioengineering10010098.

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Autism spectrum disorder (ASD) is a heterogeneous disorder that affects several behavioral domains of neurodevelopment. Transcranial direct current stimulation (tDCS) is a new method that modulates motor and cognitive function and may have potential applications in ASD treatment. To identify its potential effects on ASD, differences in electroencephalogram (EEG) microstates were compared between children with typical development (n = 26) and those with ASD (n = 26). Furthermore, children with ASD were divided into a tDCS (experimental) and sham stimulation (control) group, and EEG microstates and Autism Behavior Checklist (ABC) scores before and after tDCS were compared. Microstates A, B, and D differed significantly between children with TD and those with ASD. In the experimental group, the scores of microstates A and C and ABC before tDCS differed from those after tDCS. Conversely, in the control group, neither the EEG microstates nor the ABC scores before the treatment period (sham stimulation) differed from those after the treatment period. This study indicates that tDCS may become a viable treatment for ASD.

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Kreysa, Helene, Dana Schneider, Andrea Erika Kowallik, et al. "Psychosocial and Behavioral Effects of the COVID-19 Pandemic on Children and Adolescents with Autism and Their Families: Overview of the Literature and Initial Data from a Multinational Online Survey." Healthcare 10, no. 4 (2022): 714. http://dx.doi.org/10.3390/healthcare10040714.

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Since COVID-19 has become a pandemic, everyday life has seen dramatic changes affecting individuals, families, and children with and without autism. Among other things, these changes entail more time at home, digital forms of communication, school closures, and reduced support and intervention. Here, we assess the effects of the pandemic on quality of life for school-age autistic and neurotypical children and adolescents. First, we provide a comprehensive review of the current relevant literature. Next, we report original data from a survey conducted in several countries, assessing activities, well-being, and social life in families with autism, and their changes over time. We focus on differences between children with and without autism from within the same families, and on different outcomes for children with high- or low-functioning autism. While individuals with autism scored lower in emotional and social functioning than their neurotypical siblings, both groups of children showed comparable decreases in well-being and increases in anxiety, compared to before the pandemic. By contrast, decreases in adaptability were significantly more pronounced in autistic children and adolescents compared to neurotypical children and adolescents. Overall, although individual families reported some positive effects of pandemic restrictions, our data provide no evidence that these generalize across children and adolescents with autism, or even just to individuals with high-functioning autism. We discuss the increased challenges that need to be addressed to protect children and adolescents’ well-being under pandemic conditions, but also point out potentials in the present situation that could be used towards social participation and success in older children and young adults with autism.

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Neufeld, Janina, Lisa Hederos Eriksson, Richard Hammarsten, et al. "The impact of atypical sensory processing on adaptive functioning within and beyond autism: The role of familial factors." Autism 25, no. 8 (2021): 2341–55. http://dx.doi.org/10.1177/13623613211019852.

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Atypical sensory processing is prevalent across neurodevelopmental conditions and a key diagnostic criterion of autism spectrum disorder. It may have cascading effects on the development of adaptive functions. However, its unique contribution to adaptive functioning and the genetic/environmental influences on this link are unclear. In a clinically enriched twin sample ( n = 289, 60 diagnosed with autism spectrum disorder), we investigated the associations between the quadrants of the Adult/Adolescent Sensory Profile (low registration, sensory sensitivity, sensation seeking, and sensation avoiding) and adaptive functioning. Associations were modeled across the cohort accounting for the effects of clinical diagnosis, IQ, sex and age, and within-twin pairs, additionally implicitly adjusting for familial factors. Furthermore, we explored interaction effects between atypical sensory processing and autism spectrum disorder diagnosis. Sensory sensitivity and sensation avoiding were associated with reduced adaptive functioning across individuals, but not within-twin pairs. An interaction effect was found between sensation seeking and autism spectrum disorder diagnosis, showing a negative association between sensation seeking and adaptive functioning only in individuals diagnosed with autism spectrum disorder. The results suggest that atypical sensory processing is associated with reduced adaptive functioning and that familial factors influence this link. In addition, sensation seeking behaviors might interfere with adaptive functioning specifically in individuals with autism spectrum disorder. Lay abstract Individuals diagnosed with autism tend to process sensory information differently than individuals without autism, resulting for instance in increased sensitivity to sounds or smells. This leads to challenges in everyday life and may restrict the individual’s daily functioning. How direct this link is, however, is currently unclear. We investigated this question in 289 twins of whom 60 were diagnosed with autism and further 61 were diagnosed with other neurodevelopmental disorders. We looked at the association between unusual sensory processing and adaptive skills, both across individuals and within-twin pairs, testing whether individuals with higher levels of atypical sensory processing showed reduced adaptive skills compared to their twins. Since twins share 50%–100% of their genes and part of their environment (e.g. family background), associations within-twin pairs are free from effects of these familial factors. We found that an increased sensitivity to, as well as the avoiding of, sensory input (hyper-responsiveness) was linked to reduced adaptive skills across individuals—but not within-twin pairs. We also found an association between the degree to which individuals seek for sensory input (sensation seeking) and reduced adaptive skills, but only in individuals diagnosed with autism. The results suggest that sensory hyper-responsiveness has negative effects on individuals’ general ability to function, but that this link is influenced by familial factors and hence not direct. In addition, sensation seeking behaviors might have a negative impact on adaptive skills specifically in autistic individuals.

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Hedvall, Åsa, Elisabeth Fernell, Anette Holm, Jakob Åsberg Johnels, Christopher Gillberg, and Eva Billstedt. "Autism, Processing Speed, and Adaptive Functioning in Preschool Children." Scientific World Journal 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/158263.

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Objectives. To study cognitive test profiles with a focus on processing speed in a representative group of preschool children with autism spectrum disorder (ASD) and relate processing speed to adaptive functioning.Methods. Cognitive assessments were performed in 190 3.6–6.6-year-old children (164 boys and 26 girls) with ASD, using either Griffiths' developmental scales (n=77) or the Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III) (n=113). Cognitive data were related to adaptive functioning as measured by Vineland Adaptive Behavior Scales (VABS).Results. Cognitive profiles were characterized by low verbal skills. Low processing speed quotients (PSQs) were found in 66 (78%) of the 85 children who were able to participate in the processing speed subtests. Except for Socialization, all VABS domains (Communication, Motor Skills, Daily Living Skills, and Adaptive Behavior Composite scores) correlated significantly with PSQ. Multiple regression analysis showed that PSQ predicted 38%, 35%, 34%, and 37% of the variance for Communication, Daily Living Skills, Motor Skills, and total Adaptive Composite scores, respectively.Conclusion. Preschool children with ASD had uneven cognitive profiles with low verbal skills, and, relatively, even lower PSQs. Except for Socialization, adaptive functioning was predicted to a considerable degree by PSQ.

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Klein, Claire B., and Laura G. Klinger. "Aging Well and Autism: A Narrative Review and Recommendations for Future Research." Healthcare 12, no. 12 (2024): 1207. http://dx.doi.org/10.3390/healthcare12121207.

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With autism first recognized in the 1940s, the early cohorts of autistic children are beginning to enter older adulthood. Little is known about the experiences and outcomes of autistic older adults. In the general population, “successful aging” is a dominant model among gerontologists and is used to evaluate outcomes in older adulthood. This narrative review aims to provide a framework for understanding and supporting successful aging in older autistic adults. Using Fernández-Ballesteros’ four-domain model of “aging well” we review knowledge on aging and autism by examining outcomes in health and functioning, cognitive and physical functioning, positive affect and control, and social participation and engagement. Findings indicate that outcomes in autistic older adults are generally poor, marked by increased medical conditions, low adaptive skills, elevated risk of cognitive decline, limited physical activity, high rates of mental health conditions, low quality of life, and reduced social or community participation. Patterns of challenges are similar across cognitive abilities and profiles of autistic traits. Challenges and next steps in aging and autism research are identified, and future directions for the field are discussed.

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Mayes, Susan Dickerson, Susan L. Calhoun, Michael J. Murray, et al. "Comparison of Scores on the Checklist for Autism Spectrum Disorder, Childhood Autism Rating Scale, and Gilliam Asperger’s Disorder Scale for Children with Low Functioning Autism, High Functioning Autism, Asperger’s Disorder, ADHD, and Typical Development." Journal of Autism and Developmental Disorders 39, no. 12 (2009): 1682–93. http://dx.doi.org/10.1007/s10803-009-0812-6.

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Telisheva, Zhansaule, Aida Amirova, Nazerke Rakhymbayeva, Aida Zhanatkyzy, and Anara Sandygulova. "The Quantitative Case-by-Case Analyses of the Socio-Emotional Outcomes of Children with ASD in Robot-Assisted Autism Therapy." Multimodal Technologies and Interaction 6, no. 6 (2022): 46. http://dx.doi.org/10.3390/mti6060046.

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With its focus on robot-assisted autism therapy, this paper presents case-by-case analyses of socio-emotional outcomes of 34 children aged 3–12 years old, with different cases of Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). We grouped children by the following characteristics: ASD alone (n = 22), ASD+ADHD (n = 12), verbal (n = 11), non-verbal (n = 23), low-functioning autism (n = 24), and high-functioning autism (n = 10). This paper provides a series of separate quantitative analyses across the first and last sessions, adaptive and non-adaptive sessions, and parent and no-parent sessions, to present child experiences with the NAO robot, during play-based activities. The results suggest that robots are able to interact with children in social ways and influence their social behaviors over time. Each child with ASD is a unique case and needs an individualized approach to practice and learn social skills with the robot. We, finally, present specific child–robot intricacies that affect how children engage and learn over time as well as across different sessions.

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Song, Seung Ha, Huai-Rhin Kim, Keun Ah Chun, and Young Tae Kim. "Vocabulary Characteristics of Children with High and Low Functioning Autism and Intellectual Disabilities." Communication Sciences & Disorders 19, no. 4 (2014): 423–29. http://dx.doi.org/10.12963/csd.14195.

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Cohen, Simonne, Ben D. Fulcher, Shantha M. W. Rajaratnam, et al. "Sleep patterns predictive of daytime challenging behavior in individuals with low-functioning autism." Autism Research 11, no. 2 (2017): 391–403. http://dx.doi.org/10.1002/aur.1899.

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Kozunova, Galina L., Artem Yu Novikov, and Boris V. Chernyshev. "Profile of intellectual abilities and personality traits in adults with high-functioning autism." National Psychological Journal 49, no. 1 (2023): 18–31. http://dx.doi.org/10.11621/npj.2023.0102.

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Background. Autism is a pervasive neurodevelopmental disorder caused by disruption of the prenatal brain development. In mild forms of autism, children may camouflage their symptoms, which may cause their mental disorder to stay undiagnosed into adulthood. Studies of personality and intelligence characteristics in adult patients with autism will reduce the difficulties of diagnosing mild forms of this disorder in a population of high-functioning socially adapted individuals. Objective. The study aims to describe the profile of intellectual abilities in adults with high-functioning autism and its relationship with the severity of clinical symptoms and personal traits. Sample. 30 participants with high-functioning autism (9 males and 21 females) aged between 20 and 44 years and 30 neurotypical controls took part in the research. Methods. The subjects underwent a short version of the Wechsler test (WAIS-III) and completed the Carver and White questionnaire “Behavioral Activation and Inhibition Systems”. Patients with autism also completed the Autism Quotient questionnaire designed by Baron and Cohen to assess severity of their symptoms, and their diagnosis was verified by an experienced psychiatrist. We analyzed intergroup differences using analysis of variance, as well as nonparametric correlational analysis between IQ, clinical symptoms, and personal traits. Results. Patients with autism did not differ from the control group in general intelligence, but they showed significantly lower verbal abilities (F(1, 42) = 8.4; p = 0.006). Reduction of verbal abilities in patients with autism directly correlated with severity of their clinical symptoms (R = –0.59; p = 0.001). We also found a decrease in the sensitivity of the behavior approach system in the clinical group (F(1.52) = 4.9; p = 0.03), manifested mostly in a low level of spontaneous fun seeking. In contrast to the neurotypical controls, where a higher sensitivity of the behavior activation system positively correlated with verbal abilities (R = 0.52; p = 0.02), in patients with autism, motivational traits were not associated with any intellectual abilities. Conclusion. The results demonstrate that adult persons with autism spectrum disorders have a relative reduction in verbal fluency. It can be assumed that this profile of intellectual abilities may be a long-term result of a delay in speech development at an early age.

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Lim, Boon Hock, and Kok Hwee Chia. "A psycho-educational evaluation and profiling of a male crypto-savant with non-verbal low-functioning autism." International Journal of Multidisciplinary Research and Development 4, no. 6 (2017): 396–410. https://doi.org/10.5281/zenodo.15224357.

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Severely neurologically impaired individuals, who manifest islets of remarkable skills in specific areas of interest (e.g., drawing, sculpturing, painting, music, memory feats, arithmetic and calendar calculations), are often identified or described as savants. Initially, the term idiot savant – a French term that means unlearned (idiot) skill (savant) – was first used by down (1887) to describe such individuals with very poor general ability, who were unable to live independently on their own but possessed fantastic abilities in specific areas. An estimated prevalence of savantism in the autistic population is 10 percent, whereas the prevalence in the non-autistic population is less than 1 percent. In this paper, the authors have chosen to delve on the psychoeducational diagnostic evaluation and profiling of a crypto-savant (or hidden savant) boy (YY) with non-verbal low-functioning autism that they have observed, assessed and worked with. 

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Lukić, Ana, Bojana Arsić, and Anja Gajić. "Aggressive behaviour in children with autism." Odgojno-obrazovne teme 5, no. 2 (2022): 159–71. http://dx.doi.org/10.53577/oot.5.2.7.

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The aim of this research was to examine characteristics and predictors of aggressive behaviour in children with autism spectrum disorders (ASD), as well as to determine the presence of aggressive behaviour exhibited by children with ASD. The sample included 43 participants diagnosed with ASD. The instrument used was the Behaviour Problems Inventory - BPI-01 (Rojahn et al., 2002), aggression subscale. Our findings indicate that the children with ASD from our sample exhibit low rates of aggressive behaviour. Among those participants who do exhibit aggression towards others, the most prevalent forms of aggression were verbal aggression, grabbing and pulling others, cruelty and property destruction. Gender and the type of school the participants attended were not predictors of aggressive behaviours, while aggressive behaviour can be predicted by the child’s functionality level, where participants with low functioning ASD exhibit more aggressive behaviours in comparison with participants with high functioning ASD. Also, aggressive behaviour can be predicted by age, where increase in chronological age is negatively correlated with aggression. It is crucial that special educators address the aggressive behaviour exhibited by children with ASD from an early age. Even though it is important to know the topographies of aggression among children with ASD, which were presented in our findings, it is more important to examine the most common functions of aggression, or the reasons why the children with ASD exhibit these behaviours.

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Yu, Alan Chi Lun, and Carol Kit Sum To. "Atypical context-dependent speech processing in autism." Applied Psycholinguistics 41, no. 5 (2020): 1045–59. http://dx.doi.org/10.1017/s0142716420000387.

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AbstractThe ability to take contextual information into account is essential for successful speech processing. This study examines individuals with high-functioning autism and those without in terms of how they adjust their perceptual expectation while discriminating speech sounds in different phonological contexts. Listeners were asked to discriminate pairs of sibilant-vowel monosyllables. Typically, discriminability of sibilants increases when the sibilants are embedded in perceptually enhancing contexts (if the appropriate context-specific perceptual adjustment were performed) and decreases in perceptually diminishing contexts. This study found a reduction in the differences in perceptual response across enhancing and diminishing contexts among high-functioning autistic individuals relative to the neurotypical controls. The reduction in perceptual expectation adjustment is consistent with an increase in autonomy in low-level perceptual processing in autism and a reduction in the influence of top-down information from surrounding information.

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Riccio, Maria Pia, Rosamaria Siracusano, Ilaria d’Alessandro, Maria Marino, and Carmela Bravaccio. "Dystonic Movement Disorder as Symptom of Catatonia in Autism Spectrum Disorder." Case Reports in Psychiatry 2020 (December 31, 2020): 1–3. http://dx.doi.org/10.1155/2020/8832075.

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Background. Catatonia is increasingly recognized as a comorbid psychiatric condition in autism spectrum disorder (ASD), but the overlap of behavioral characteristics between these disorders raises many diagnostic challenges. Moreover, recognizing symptoms in ASD patients with medium-low functioning might be difficult. Literature on this argument is poor, especially for children. Case presentation. We report the case of an ASD patient with low cognitive functioning, who presented a complex symptomatology, characterized by progressive regression with loss of autonomy and involuntary movements that assume “dystonic” features. Organic pathology was excluded, and catatonia, with peculiar dystonic characteristics, was diagnosed. An intervention based on elimination of stressful factors, resumption of routines, and support for parents led to the resolution of catatonic symptoms. Conclusions. The case describes the presence among the catatonic symptoms in ASD of involuntary “dystonic” movements; so far, little reported in literature; it highlights that the catatonia may present with a broad spectrum of motor abnormalities. There is still little evidence for treatment of catatonia and ASD. Our case highlights how it is equally important to take into account triggering factors when implementing a nonpharmacological treatment. So, it represents an example of diagnostic and therapeutic challenges of catatonia in ASD, especially in low functioning forms.

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Mbadiwe, Tafari, and Richard M. Millis. "Epigenetics and Autism." Autism Research and Treatment 2013 (2013): 1–9. http://dx.doi.org/10.1155/2013/826156.

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This review identifies mechanisms for altering DNA-histone interactions of cell chromatin to upregulate or downregulate gene expression that could serve as epigenetic targets for therapeutic interventions in autism. DNA methyltransferases (DNMTs) can phosphorylate histone H3 at T6. Aided by protein kinase Cβ1, the DNMT lysine-specific demethylase-1 prevents demethylation of H3 at K4. During androgen-receptor-(AR-) dependent gene activation, this sequence may produce AR-dependent gene overactivation which may partly explain the male predominance of autism. AR-dependent gene overactivation in conjunction with a DNMT mechanism for methylating oxytocin receptors could produce high arousal inputs to the amygdala resulting in aberrant socialization, a prime characteristic of autism. Dysregulation of histone methyltransferases and histone deacetylases (HDACs) associated with low activity of methyl CpG binding protein-2 at cytosine-guanine sites in genes may reduce the capacity for condensing chromatin and silencing genes in frontal cortex, a site characterized by decreased cortical interconnectivity in autistic subjects. HDAC1 inhibition can overactivate mRNA transcription, a putative mechanism for the increased number of cerebral cortical columns and local frontal cortex hyperactivity in autistic individuals. These epigenetic mechanisms underlying male predominance, aberrant social interaction, and low functioning frontal cortex may be novel targets for autism prevention and treatment strategies.

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Journal articles on the topic 'Low-functioning autism'

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